Secondary trainee-teachers’ knowledge of students’ errors and difficulties in algebra


Al-Ghafri, M., Jones, K. and Hirst, K. (2002) Secondary trainee-teachers’ knowledge of students’ errors and difficulties in algebra. In, Cockburn, A. D. and Nardi, E. (eds.) Proceedings 26th Conference of the International Group for the Psychology of Mathematics Education. 26th Conference of the International Group for the Psychology of Mathematics Education Norwich, UK, Psychology of Mathematics Education, p.259.

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Description/Abstract

This study investigated trainee-teachers' explanations of students' errors in algebra and their suggested ways for addressing such errors. The findings indicate that only a small proportion of trainee-teachers understand the sort of characteristics that determine the complexity of an algebra problem such as the number of variables in the problem, the nature of the elements involved and, importantly, students' interpretations of the letters.

Item Type: Book Section
ISBNs: 0771100 (hardback)
Keywords: teaching, learning, pedagogy, curriculum, trainee, teachers, knowledge, students, errors, difficulties, algebra, algebraic, notation, equations
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41269
Date Deposited: 15 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41269

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